Lesson 1 - Wild Animal Movements and Character
Expressive Animal Dance
•Year 3
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we use our whole body to express the characteristics and movements of wild animals through dance?
Learning Objectives
- To explore and develop characteristic movements of different wild animals
- To respond to musical stimuli with appropriate movement qualities
- To sustain character throughout dance sequences with expression and creativity
Key Outcomes
- Students will create and perform animal-inspired movements that reflect the characteristics of their chosen wild animal
- Students will demonstrate the ability to move in character with appropriate timing and musicality
- Students will show creativity and expression in their movement interpretations
Equipment & Resources Required
Position for clear sound coverage across the whole space
Alternative: Portable bluetooth speaker or tablet with speaker
Large enough for whole class to see, representing forest animals
Alternative: Printed images, tablet/smartboard display, or picture books
Accessible for teacher to create varied rhythm patterns
Alternative: Clapping hands, wooden blocks, or rhythm app
Mark corners and diagonal pathways for travelling activities
Alternative: Bean bags, spots, or chalk marks
Key Vocabulary
The wild animal personality we are portraying through our movements
Showing emotion and personality through our face and body movements
How we move - heavy or light, fast or slow, smooth or sharp
Stop all movement and hold a position like a statue
Things that make us want to move - like music, sounds, or images
Using our imagination to create new and interesting movements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Simple travelling movements (walking, running, jumping)
- Understanding of stop and start commands
Current Skills
- Character interpretation through movement
- Responding to musical stimuli with appropriate actions
- Sustaining performance in role
- Movement quality variation (heavy/light, fast/slow)
Next Steps
- Developing dance sequences with beginning, middle, and end
- Partner and group choreography
- Using props and costume to enhance character
Milestone Indicators
Key Teaching Points
- Character consistency is more important than perfect technique
- Movement quality (heavy/light, fast/slow) defines animal characteristics
- Expression through whole body, especially face, enhances character work
- Musical response improves timing and flow in dance
- Sustained performance builds confidence and skill
- Creativity in interpretation should be celebrated and encouraged
- Spatial awareness and safety must be maintained throughout dynamic activities
Common Misconceptions
- Dance is just copying animals exactly - emphasise creative interpretation
- Louder/bigger movements are always better - focus on character appropriateness
- Only confident students can perform well - encourage all students to share
- Music is just background - teach active listening and response
- Individual work means no cooperation - build supportive class environment
SEN Adaptations
ADHD
- Shorter activity segments with frequent changes, clear boundaries and expectations, opportunities for leadership roles
dyspraxia
- Simplified movement patterns, additional demonstration time, peer support partnerships, focus on effort over precision
autism spectrum
- Clear structure and routine, visual schedule of lesson sections, quiet reflection spaces available, warning before transitions
visual impairment
- Clear verbal descriptions of animal characteristics, tactile exploration of movement qualities, audio cues for spatial orientation
hearing impairment
- Visual demonstrations of all movements, hand signals for start/stop, visual rhythm cues instead of just audio
physical disability
- Adapted animal movements for different mobility levels, seated versions of travelling movements, upper body focus where appropriate
Cross-Curricular Links
English
Descriptive vocabulary, character development, storytelling through movement
Science
Animal habitats, classification of animals, how animals move and why
Geography
Forest environments, animal habitats around the world
Music
Rhythm and beat, responding to different musical styles, timing and tempo
PSHE
Confidence building, cooperation, respect for others' performances
Teacher Guidance
Positioning
Move around the space to observe all students, position near audio controls during music sections
Observation Focus
Character consistency, movement quality, spatial awareness, engagement with musical timing
Intervention Points
["Step in if students losing character focus or movement quality", "Support students struggling with movement selection or sequence building", "Address safety concerns immediately"]
Demonstration Notes
Use clear, exaggerated movements to show character work, demonstrate contrasting movement qualities effectively, model excellent audience behaviour
Verbal Cues
- •'Stay in character!'
- •'Listen to the music!'
- •'Show me your animal's personality!'
- •'Use your whole body!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space for 30 students, larger space preferred for diagonal travelling
Surface Check
Clean, dry, non-slip surface suitable for floor work and dynamic movement
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from movement area
- •Cones/markers stable and not creating trip hazards
- •Animal pictures securely displayed where visible to all
Risk Management
Key Risks
- •Collisions during travelling and free movement
- •Overexcitement leading to loss of control
- •Slips during dynamic movements or floor transitions
Risk Mitigation
- •Clear boundaries and pathways established before movement
- •Emphasis on control and character maintenance throughout
- •Gradual progression from stationary to travelling movements
- •Regular reminders about spatial awareness and safety
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during all movement activities
- •Circulate during individual practice to monitor technique and safety
- •Monitor energy levels and adjust activities if needed
Emergency Procedures
Stop signal established (raised hand/drum), first aid kit accessible, clear pathway to exit